DOCSLIB.ORG

More Than Down Syndrome: a Parent's View

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
More Than Down Syndrome: a Parent's View Volume 3, Issue 5&6 September/October 1999 Down Syndrome Autistic Spectrum Disorder& Special Issue More Than Down Syndrome: A Parent’s View by Joan E. Guthrie Medlen t must have been in a different life…when my greatest concern was “Down syndrome.” In those days, I’d find Andy I in his room re-enacting “Beauty and the Beast” with rubber figures in his dollhouse. Andy gave “Beast” a particularly throaty voice. We saw pretend play; we saw personality in his play. He imitated his brother’s every move, which Ryan found endearing. Together they investigated the corners of the house, gleefully chased me with their cars, or ran to the window to see the fire truck go by. Our lives looked like what you expect from a family of a child with Down syndrome. But it must have been a different life because it bears no resemblance to our lives with Andy today. Today, at age 10, an unexpected or unfamiliar visitor to our home sends Andy running to hide in his room until he decides to investigate them. Today I must say “look at me” a hundred times to ensure he notices and listens to me. Today I see him watch other children and want to play with them, yet be overwhelmed or scared. This means he begins to “flap,” and the other children are equally afraid of him. Friendships require a lot of work, training, and facilitation by the adults in Andy’s life. At the end of today I will gather up the jump ropes and clackers that are inseparable from Andy and put them in the “dangly things” box for him to earn access to again tomorrow by work- ing through a specific task with me. Today I know the isolation of being the Continued on page 3 mother of a child who is different from his peers with Down syndrome. More Than Down Syndrome: A Parent’s View 1 Gross Motor Development in Children 23 From the Editor: The Journey Continues 2 with Down Syndrome & Autistic Spectrum Disorders: Clinic Observations Down Syndrome & Autistic Spectrum 8 Changing Behavior & Teaching New Disorder: A Look at What We Know 25 Skills 31 Dual Diagnosis: The Importance of 16 Sensory Integration: Clinic Observations Diagnosis and Treatment in thisof Childrenissue with Down Syndrome & Language & Communication: The Key is 18 Autistic Spectrum Disorder 36 Effectiveness Disability Solutions The Journey ContinuesSeptember/October 1999 This issue of Disability Solutions contains the largest collection of articles for families of children with Down syndrome and autistic spectrum disorder available. These articles address the first concerns a family may have about DS-ASD. They include: developing effective language and communication skills, sensory integration, tips on changing inappropriate behavior, teaching new skills, a medical overview, and more. But there is simply too much information to cover. In the future we will look at other equally important topics such as: teaching strategies, strategies for communicating, developing family support, and looking ahead to the adult years. It’s been a few months since I wrote the article about our journey with Andy (see page 1). As I write this, it seems unfair not to let you know how things are going as we head to press. After so many years of complicated school situations, we have begun the best school year I can remember (knock on wood!). Andy has grown tremendously in the 17 months since he received the diagnosis of autistic spectrum in addition to Down syndrome. He has a gaggle of friends who honestly enjoy being with him. Sometimes that means they all just hang out in the sun. Sometimes, when he is “stuck” in a transition, it is his classmates who are successful in helping him understand where he needs to go next. From my view as his mother, the greatest changes have been the rediscovery of the child I knew years ago. I thought I had lost that part of him forever: his laugh, his teasing, his love of dancing and more. Even more astounding is the rate at which he is growing emotionally and academically, in ways I didn’t expect. I can’t keep up! Even with all of these good things, we still face sleep deprivation, the need for 4-hour positive behavior support, time-consuming teaching methods to learn everyday tasks, and the struggle of trying to be a family. To deal with this, we have begun a pro- cess of asking people into our lives as a part of our cir- cles of support. It is hard. It is scary to let people into o u r lives. It’s even harder to ask. It is, however, neces- sary if Andy and Ryan are going to have meaningful a n d fulfilling lives. If you are interested in developing this type of support for your family or for someone else, Ann and Rud Turnbull of the BEACH Center i n Lawrence, Kansas have developed a method worth i n - vestigating called Group Action Planning. You can find information and materials related to setting up a GAP at the Beach Center Website (http://www.lsi.ukans.edu/beach/html/products.htm) or give them a call (785/864-7600). It has been four years since our lives dramatically changed due to Andy’s autism. I don’t want to live them again. They were lonely and full of despair. If you have a friend or know someone in your support group who is having similar struggles, don’t wait for them to ask you for help. They aren’t coming to you or to the group meetings because it hurts or it is too hard to leave their child right now. If you want to help, show up at their door and offer to clean, cook, do the laundry, sit and talk, drive their other child to soccer, or be with their child while they sleep for a while. The gift of your time, without judgement, will mean the world to them. It still does to me. After all, we’re far from done with this journey. from the editor Joan E. Guthrie Medlen Volume 3, Issue 5 & 6 Disability Solutions More Than Down Syndrome Continued from page 1 And yet, today is better than yesterday. “Yesterday,” The speech language pathologist felt that we should somewhere around age 5-7, he seemed to magically begin with concrete objects instead: a nipple to say “forget” nearly everything: potty training, eating with he wants a bottle, a piece of a toy to ask for it, and utensils, his signs, word approximations, all of it. He so on. She felt that he didn’t have the prerequisite was afraid of everyone and everything. So intensely skills for sign language. But Andy didn’t like using afraid, he lashed out at us with no warning and for no objects. So, our EI Consultant and I chose some reason we could understand, hitting, biting, with wild first signs and gave it our best shot on our own. He eyes and a beet-red face. It seemed Andy never slept learned to sign “more” almost immediately. Informa- more than three hours a night. He spent his nights tion is powerful. I kept reading, asking questions dangling socks and jump ropes endlessly while I sat and challenging. nearby waiting for the right time to suggest we try to During this time, my two boys were inseparable. go to bed one more time. And yesterday I had trouble Andy loved his big brother. He followed him every- finding someone to listen to my where even before he could walk. despair and questions about his He dressed like him, he wanted developmental regression. Yes, it to sleep with him, they played must have been a different life, a together with cars, on the slip-n- different child…. slide, and so on. There were times And so goes the story of our jour- when people would stare at us or ney, one that leads to a dual diag- we would feel the “usual” pains of nosis: Down syndrome and autistic having a child with a disability, but spectrum disorder. Discovering the for the most part, I had grown to reason for Andy’s developmental accept this twist to my family. We history and giving it a name has had fun. been a long and very difficult jour- I can no longer pinpoint when ney. It is full of controversy, argu- things began to change. After so ments, heartache, and unending many years it is hard to tell the questions. difference between the change from It began similar to many parents his being with me at home all day to of children with Down syndrome. attending a preschool environment During my pregnancy we were and the possible signs of autism. In informed I had a low AFP value, preschool, though he enjoyed it and which led to an ultrasound, and most of the staff was positive, I was for us, nothing more. Somehow in asked for the first time to demon- my heart I already knew Andy had Down syndrome. strate Andy’s ability to make a choice. I insisted the The day he was born and the extra chromosome con- key was in how things were presented. If I had known firmed, I did what I seem to do best: ask questions how many times I would have this same conversation and investigate. This intense, never-ending inquiry, about “choosing,” I would have videotaped it. After coupled with the belief that my children deserve my letting the special education consultant pick two toys best effort, serves me well.
Load more

Recommended publications
  • The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
    The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously.
    [Show full text]
  • Seattle Children's Primary Care Principles for Child Mental Health
    Seattle Children’s Primary Care Principles for Child Mental Health By Robert Hilt, MD, program director, Partnership Access Line and Rebecca Barclay, MD, associate clinical program director, Partnership Access Line Seattle Children’s Hospital Version 10.0 — 2021 2 PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH Partnership Access Line: Child Psychiatric Consultation Program for Primary Care Providers The Partnership Access Line (PAL) supports primary care providers with questions about mental health care such as diagnostic clarification, medication adjustment or treatment planning. The PAL team is staffed with child and adolescent psychiatrists affiliated with the University of Washington School of Medicine and Seattle Children’s Hospital. 877-501-PALS (7257) Monday – Friday 9 am — 6 pm www.seattlechildrens.org/PAL PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH 3 Partnership Access Line Child Psychiatric Consultation Program for Primary Care Providers Consultations can be patient-specific or can be general questions related to child psychiatry. The phone consultation is covered by HIPAA, section 45 CFR 164.506; no additional release of patient information is required to consult by phone. Prescriber calls with questions about pediatric mental health care Child and Adolescent Master’s level social worker can Psychiatrist (CAP) connects consult on mental health resources for a telephone consult for your patient Phone consultation record will be Mental health resource list faxed faxed by next business day to PCP within 10 business days Eligible state insurance/Medicaid patients may be eligible for a one-time telemedicine appointment Detailed report sent to provider within 10 business days The information in this book is intended to offer helpful guidance on the diagnostic and treatment process conducted by a primary care provider, and is not a substitute for specific professional medical advice.
    [Show full text]
  • Oversight of the State Department Hearing
    OVERSIGHT OF THE STATE DEPARTMENT HEARING BEFORE THE COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED FOURTEENTH CONGRESS SECOND SESSION JULY 7, 2016 Serial No. 114–67 Printed for the use of the Committee on Oversight and Government Reform ( Available via the World Wide Web: http://www.fdsys.gov http://www.house.gov/reform VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00001 Fmt 6011 Sfmt 6011 F:\21323.TXT APRIL AKING-6430 with DISTILLER VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00002 Fmt 6011 Sfmt 6011 F:\21323.TXT APRIL AKING-6430 with DISTILLER OVERSIGHT OF THE STATE DEPARTMENT HEARING BEFORE THE COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED FOURTEENTH CONGRESS SECOND SESSION JULY 7, 2016 Serial No. 114–67 Printed for the use of the Committee on Oversight and Government Reform ( Available via the World Wide Web: http://www.fdsys.gov http://www.house.gov/reform U.S. GOVERNMENT PUBLISHING OFFICE 21–323 PDF WASHINGTON : 2016 For sale by the Superintendent of Documents, U.S. Government Publishing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00003 Fmt 5011 Sfmt 5011 F:\21323.TXT APRIL AKING-6430 with DISTILLER COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM JASON CHAFFETZ, Utah, Chairman JOHN L. MICA, Florida ELIJAH E. CUMMINGS, Maryland, Ranking MICHAEL R.
    [Show full text]
  • Observational Assessment of Empathy in Parent-Child Verbal Exchanges and Their Influence on Child Behavior
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 Observational Assessment of Empathy in Parent-Child Verbal Exchanges and Their Influence on Child Behavior Patty Carambot The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1608 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] OBSERVATIONAL ASSESSMENT OF EMPATHY IN PARENT-CHILD VERBAL EXCHANGES AND THEIR INFLUENCE ON CHILD BEHAVIOR by PATTY E. CARAMBOT A dissertation submitted to the Graduate Faculty in Psychology in partial fulfillment of the requirements of the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 PATTY E. CARAMBOT All Rights Reserved ii Observational Assessment of Empathy in Parent-Child Verbal Exchanges and Their Influence on Child Behavior by Patty E. Carambot This manuscript has been read and accepted for the Graduate Faculty in Psychology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. _______________________ __________________________________ Date William Gottdiener, PhD Chair of Examining Committee _______________________ __________________________________ Date Richard Bodnar, PhD Executive Officer Supervisory Committee: Miriam Ehrensaft, PhD Philip Yanos, PhD Valentina Nikulina, PhD Ali Khadivi, PhD THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Observational Assessment of Empathy in Parent-Child Verbal Exchanges and Their Influence on Child Behavior by Patty E. Carambot Advisor: William Gottdiener, PhD Empathy, the ability to both experientially share in and understand others’ thoughts, behaviors, and feelings, is vital for human adaptation.
    [Show full text]
  • Representing Neurological Difference in Contemporary Autism Novels
    MAKAI PÉTER KRISTÓF BRIDGING THE EMPATHY GAP: REPRESENTING NEUROLOGICAL DIFFERENCE IN CONTEMPORARY AUTISM NOVELS Supervisors: Kérchy Anna and Cristian Réka Mónika 2015 University of Szeged Faculty of Arts Doctoral School for Literary Studies Anglophone Literatures and Cultures in Europe and North America programme (2011-2014) - 1 - Dedicated to the loving memory of Gálik Julianna Katalin (1990-2013), and her RuneScape character, Tavarisu B, the best Dungeoneering partner one could ask for. We shall respawn. - 2 - TABLE OF CONTENTS Acknowledgements ......................................................................................................................... 2 Personal Preface: How I Got Here .................................................................................................. 7 Chapter 1 – Introduction: Literature, Science and The Humanities Meet Autism ....................... 11 Chapter 2 – The Use of Consilient Literary Interpretation in Reading the Autism Novel ........... 27 Chapter 3 – Autism’s Career in Psychology: Lighting Candles in A Dark Maze ........................ 37 Chapter 4 – Autism as Disability: Critical Studies of the Condition ............................................ 53 Chapter 5 – The Travelling Concept of ‘Theory of Mind’ in Philosophy, Psychology, Literary Studies and its Relation to Autism ................................................................................................ 75 Chapter 6 – Contextualising the Autism Novel in Contemporary Culture: Constructing Fascinating Narratives
    [Show full text]
  • CEC Today, 2000-2001. INSTITUTION Council for Exceptional Children, Arlington, VA
    DOCUMENT RESUME ED 466 084 EC 309 054 AUTHOR Van Kuren, Lynda, Ed. TITLE CEC Today, 2000-2001. INSTITUTION Council for Exceptional Children, Arlington, VA. PUB DATE 2001-00-00 NOTE 150p.; For 1999-2000 issues, see ED 461 949. AVAILABLE FROM Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 888-232-7733 (Toll Free); TTY: 703-264-9446; Web site: http://www.cec.sped.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT CEC Today; 7 1-9 Aug 2000-May/Jun 2001 EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Anger; Charter Schools; *Disabilities; Educational Assessment; Elementary Secondary Education; Financial Support; Head Injuries; Home Schooling; Self COntrol; *Special Education; Teaching Conditions IDENTIFIERS *Council for Exceptional Children; Full Service School Model ABSTRACT Nine issues of the newsletter of the Council for Exceptional Children (CEC) include articles, news items, meeting announcements, news items of individual divisions, and professional advancement opportunities. Some major articles are: (1) "Home Schooling--A Viable Alternative for Students with Special Needs" (2) "High Stakes Testing a Mixed Blessing for Special Students" (Martha Frase-Blunt); (3) "Promise and Peril: A Look at Charter Schools" (Carolyn Cosmos); (4) "CEC Gains Media Attention on Special Education Teaching Conditions"; (5) "The Promise of Full-Service Schools" (Carolyn Cosmos); (6) "Proactive Approaches to Help Students Control Their Anger" (Greg M. Romaneck); (7) "Traumatic Brain Injury--The Silent Epidemic"; (8) "After School Programs Are for Students. with Exceptionalities Too!"; and (9) CEC's 2001 Convention & Expo--A Grant Time for Learning and Fun." (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
    [Show full text]
  • C-Essay Ihopsatt
    Högskolan i Halmstad. Sektionen för lärarutbildning. Engelska 61-90 hp. Vt 2011 How to deal with Asperger’s syndrome in school: A comparison between House Rules and The Curious Incident of the Dog in the Night-Time Emma Borg. C-uppsats. Handledare: Anna Fåhraeus. 1 ABSTRACT This is an essay about Asperger’s syndrome from a pedagogical perspective. My research question is what is important for a teacher to know about Asperger’s syndrome and why? The essay shows that it is important to be aware that pupils with Asperger’s syndrome might have difficulties in understanding, for instance, social cues and non-verbal language. It also deals with how to use visual methods to teach pupils with Asperger’s syndrome. Both research and examples from novels are used to emphasize individual variations when it comes to the symptoms of Asperger’s syndrome. The essay deals with essential features of Asperger’s syndrome/Asperger’s Disorder such as different social impairments, intense interests and the need for consistency. The discussion alternates between the disorder’s features and events from the novels House Rules and The Curious Incident of the Dog in the Night-Time , which are both novels dealing with Asperger’s. 2 LIST OF CONTENTS 1. INTRODUCTION 4 1.1 Asperger’s Syndrome, A Definition 5 1.2 Literature Selection and Method 6 2. NOVEL SUMMARIES 7 2.1 Summary of House Rules 8 2.2 Summary of The Curious Incident of the Dog in the Night-Time 9 3. DISCUSSION AND ANALYSIS 9 3.1 Social impairments in conversation 10 3.1.1 Asperger’s Syndrome and non-verbal language 11 3.1.2 Asperger’s Syndrome and conversations 13 3.1.3 Asperger’s Syndrome and literal interpretation 17 3.2 A preference for routines and consistency 20 3.3 A tendency to exhibit intense interest 21 4.
    [Show full text]
  • House Rules.Indd
    ALLEN&UNWIN READING GROUP NOTES Contents: About the book (2) About the author (2) Reviews (5) Suggested points for discussion (6) Further reading (6) About the Book Jacob Hunt is a teenage boy with Asperger’s Syndrome. He’s hopeless at reading social cues or expressing himself to others, and like many children with Asperger’s, Jacob has an obsessive focus on one subject - in his case, forensic analysis. He’s always showing up at crime scenes, thanks to the police scanner he keeps in his room, and telling the cops what they need to do - and he’s usually right. But then one day his tutor is found dead, and the police come to question him. Reluctance to make eye contact, stimulatory tics and twitches, inappropriate gestures, all these can look a lot like guilt. Suddenly, Jacob fi nds himself accused of murder. House Rules looks at what it means to be different in our society, and at the extremes of love and loyalty a family must call upon to help each other overcome impossible circumstances. About the Author Jodi Picoult is the bestselling author of thirteen novels. She grew up in Long Island and then studied creative writing at Princeton. Following her graduation she had a series of jobs including as a technical writer for a Wall Street broker- age fi rm, as a copywriter at an ad agency, as an editor at a textbook publisher, and as an 8th grade English teacher - before entering Harvard to pursue a master’s in education. She married Tim Van Leer, whom she had known at Princeton, and it was while she was pregnant with her fi rst child that she wrote her fi rst novel, Songs of the Hump- back Whale.
    [Show full text]
  • Introduction Life in the Hunt Family Is Not Exactly Easy. Emma's Eldest Son
    Introduction Life in the Hunt family is not exactly easy. Emma’s eldest son, Jacob, has Asperger’s Syndrome and lives a life driven by routine. Certain meals must be prepared on certain days, certain television shows much be watched at certain times, and all change must be planned for weeks in advance. Any unannounced break from the routine could send Jacob into a panic. Like many other kids with AS, Jacob has a fixation on a particular subject—in his case, forensic science. Jacob keeps a police scanner in his room and likes to show up at crime scenes, providing analysis of the situation to stunned police officers—and, Jacob’s analysis is usually correct. But when his social skills tutor is found dead, the police turn their attention to Jacob. He is ultimately arrested and charged with murder, and he has to stand trial to prove his innocence. Due to Asperger’s Syndrome, Jacob has trouble making eye contact and has constant tics and twitches, which seem suspicious to law officers and a jury. Jacob knows he is innocent, but he can’t seem to make anyone around him understand. In House Rules , bestselling author Jodi Picoult explores how a family deals with the effects of autism, and how those who communicate differently are challenged by a justice system that will not accommodate them. Discussion Questions 1. House Rules is narrated by five characters: Emma, Jacob and Theo Hunt, lawyer Oliver Bond, and Detective Rich Matson. How do each of these characters bring a different perspective to the novel? How would the reading experience have been different if one of the narrators’ perspectives was removed from the novel? 2.
    [Show full text]
  • E Tra, E Tra Volume VII, Issue 1; January 2011
    e tra, e tra Volume VII, Issue 1; January 2011 Mark Your Three Cheers for... Calendar Support Meetings Peter Todd, MD, PhD, Donna Martin, MD, PhD and First Saturday Jeffrey Innis, MD, PhD of of the Month the proposed Michigan When: Fragile X Clinic (see page 5). February 5, 2011 March 5, 2011 April 2, 2011 Where: Chris Bappert, age 39, was "Worker of the Year" at his workshop, Peckham Beaumont Hospital Vocational Industries. Chris has a sewing job at Peckham. He received his award Royal Oak Campus at a lovely ceremony in November 2010. Chris, his mother Carol and brother Tom Administration Bldg (age 43, who attends a day program), live in Haslett, Michigan. Private Dining Room A GIANT THANK YOU to Dennis Lee Darrow, State Farm Insurance of Special Events: Clarkston, MI for his donation/work on our International Conference! Mr. Darrow March 1-2, 2011 donated a eXtra large amount of popcorn for the Wii tournament in the Wreck National Fragile X Room and we wanted to (belatedly) thank him. Foundation (NFXF) Advocacy on The Hill (see page 2) Twenty-five issues of e tra, e tra! Fragile X Association of Michigan Contact Information: 313-381-2834 fraxmich @hotlinemail.com FXAM.org A member of the NFXF LINKS Network (Linking Individuals Nationally in Knowledge and Support) e tra, e tra Page 2 From the President’s Desk by Laureen Majeske Dear FXAM Members and Friends, up-to-date information in the rest of 3340 to make fragile X world. If you have a topic sure we have Can you believe we've already had that you would like to see covered your accurate 25 issues of eXtra, eXtra from the within the newsletter, please let Sally information and Fragile X Association of Michigan? or Mary Beth know.
    [Show full text]
  • Special Needs Library
    USD #383 Autism & Special Needs Library Located at Eisenhower Middle School 800 Walters Drive, Manhattan, KS 66502 Helen Miller, Autism Coordinator 785-587-2880 2 The Autism Spectrum Disorders Library The special needs library provides information for parents and teachers on Autism Spectrum Disorders and a wide range of disabilities and issues related to various handicaps. To check out a book or video, fill out the card located in the back of the book (or on the back of the video) completely with name, date, and phone number or e-mail. Place the card in the black “check-out box” located on the shelf. All materials need to be returned within two months. When returning a book or video, replace the check-out card in the back of the book and cross off your name. The person checking out the book or video is responsible for the book. If, by whatever means an item is lost, please contact us and we will give you the replacement cost. 3 Books in the Library deal with the following topics: Autism & Asperger Syndrome Disabilities in General Learning Disabilities Physical & Mental Disabilities Stuttering Eating/Diets Video tapes Autism Spectrum Disorders Handbook for USD #383 4 A Title Author(s) Description A Is for Autism, F Is for Friend: A Joanna L. Keating- This upper elementary book touches on the importance of Kid’s Book on Making Friends with Velasco breaking down barriers to pave the way for unique a Child Who Has Autism friendships between kids who are not that different after all. The ABA Program Companion: J.
    [Show full text]
  • I Will Tell You About Playing with My Brother, but Not About His Autism"
    "I will tell you about playing with my brother, but not about his autism": Perceptions of social interaction from the voice of child who has a sibling identified with Autism Spectrum Disorder by Amy M. Papacek A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved August 2012 by the Graduate Supervisory Committee: Elizabeth Kozleski, Chair Joseph Tobin Elizabeth Swadener ARIZONA STATE UNIVERSITY December 2012 ABSTRACT Autism Spectrum Disorder (ASD) is experienced in a variety of ways within families particularly among siblings with and without ASD. The effects of ASD on sibling relationships are integral to family life. While some studies have examined sibling relationships, research regarding sibling roles exhibited during play activities and social interactions is lacking. Further, siblings' voices are rarely revealed in research on play. In response to a need for greater understanding of the role of play among siblings impacted by ASD, this dissertation used a cultural historical activity theory lens to understand how play and social interactions evolved among siblings since childhood development is informed by access to and participation in play. Siblings may be considered actors with unique cultural histories as they create and re- create their own identities through play. In this study, an emphasis was placed on the complex processes siblings experience while locating their own niche with their families. The study focused on the use of a variety of tools, division of labor, the rules families utilized to interact and how these rules were disturbed. As a result, the study offers a more complete understanding of how play and social interactions affect the ways ASD impact siblings, families, and community members.
    [Show full text]